An exploratory qualitative analysis of Law and Development (L&D) course descriptions reveals plurality and heterodoxy across time zones through the way in which they approach ‘law’ and ‘development’. We see this contestedness as a manifestation of the inherent power asymmetries of the field and offer the notion of time zones to better describe plural and contested forms of L&D knowledge. We seek to explore teaching as an important arena where knowledge is created and argue that the characteristics of substantive complexity and methodological heterodoxy of L&D provide promising conditions for making teaching more inclusive and reflexive. In this way, teaching can help in further provincialising the field. Additionally, inclusiveness and reflexivity can also have an impact on the epistemological trajectory of L&D more broadly by giving voice to a diversity of narratives, concepts and values.
